ABCs of Statehood

Summary

Students will create a timeline to display the order in which the 50 states
were admitted to the Union. Students will then graph how many states
were admitted to the Union during certain time periods and relate any
patterns they discover to events in history.

Coin Type(s)

Quarter

Coin Program(s)

50 State Quarters

Objectives

Students will create a timeline to display the order in which the 50 states were admitted to the Union.

Students will then graph how many states were admitted to the Union during certain time periods and relate any patterns they discover to events in history.

Worksheets and Files

Display the sample timeline and explain that students will use a chart and other references to create timelines to show the order in which the states were admitted to the Union. Students will list the names of the states in order of their admission, include the date each state ratified the Constitution, and decorate the timeline with symbols from each state (e.g., state birds, state flowers, state trees, symbols from state quarters, etc.).

Distribute “The ABCs of Statehood” work page (page 20) and strips of craft paper. Make blank sheets of white paper available for notes and planning. Allow students 2-3 class periods and/or time at home to complete the timelines. You may wish to encourage students to loosely sketch their timelines in pencil, then trade with a classmate to check each other’s work before using markers and adding illustrations.

After students have completed their timelines, distribute the “Statehood Graph” work page (page 21) and a copy of the labeled United States of America Map Template (page 28). Students should create a bar graph demonstrating how many states were admitted to the Union during eachdecade and then color the states on the map using the colors/patterns indicated.

Work with students to answer the accompanying questions on the “ABCs of Statehood” work page (page 20) based on their graphs and maps, relating the patterns they discover to events in history. The teacher can relate key events, or students can conduct individual research to make these connections.

Enrichments/Extensions

Students can give oral presentations, using their timelines as illustrations, before displaying them in the classroom or hallway.

Use the worksheets and class participation to assess whether the students have met the lesson objectives.